Using course-level factors as predictors of online course outcomes: a multi-level analysis at a US urban community college

Abstract

Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-level modeling, and controlled for the effects of both instructor-level and student characteristics, to measure the relationship of course-level characteristics with successful completion of online and face-to-face courses. Elective courses, and to a lesser extent distributional course requirements, were significantly more likely to have a larger gap in successful course completion rates online versus face-to-face, when compared with major course requirements. Upper level courses had better course completion rates overall, but a larger gap in online versus face-to-face course outcomes than lower level courses.

Keywords:

• online learning
• course type
• retention

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Claire Wladis http://orcid.org/0000-0003-3904-6113

Additional information

Funding

Support for this project was provided by PSC-CUNY Award Number 65541-00-43, jointly funded by The Professional Staff Congress and The City University of New York, and by a BMCC Title V Faculty Research Stipend, funded by the US Dept. of Education.